Closing the Gap with PYP

Nancy Gerber, South Saint Paul Public Schools Heather Schrunk, Fridley Public Schools Kirsten Wickman, Fridley Public Schools

Science House of Minnesota Professional Development in partnership with Minnesota Association of IB Schools offers a workshop in Access, Equity, and Transdiciplinary Learning in STEM.

Science Museum of Minnesota Framework of Equity and Access

The GAP Disparities and Inequities (Lens 1)

Percent Proficient in 4th Grade Math

Disparities and Inequities (Lens 1) Beliefs and Values – high expectations Discontinue ability tracking Educators collaborating and reflecting on achievement data

John Hattie’s Research Cooperative vs competitive learning -- .54 Direct instruction -------------------------- .59 Cooperative vs individual learning ---- .59 Meta-cognitive strategy program ----- .69 Teacher student relationships --------- .72 Reciprocal teaching ---------------------- .74 Feedback ------------------------------------ .75 Formative evaluation to teachers ---- .90 Student expectations ------------------- 1.44

Identity (Lens 4)

Self Theories Discourse and the Single Story Geography of Identity

Carol Dweck James Heckman Angela Duckworth Paul Tough

Identity (Lens 4)

Carol Dweck Carol Dweck (Barnard, Yale, Columbia, Harvard, currently a Professor at Stanford) Has developed a theory based upon years of research about mindset. • Mastery – you get smarter with effort. The brain is

changeable. • Fixed – intelligence is fixed – “you got what you got”

Effort

http://www.youtube.com/watch?v=2jDVd-nCEYc

“You are born with a certain amount of intelligence and

you really cannot do much to change it.” “You can learn new things, but you really cannot

change your basic intelligence.”

Struggle?? Hole-in-the-Wall Education Sugata Mitra, Minimally Invasive Education

School in the Cloud SOLE self organizing learning environments Grannies are supportive and encouraging mediators for SOLEs as children begin to learn for themselves.

Do you identify with any of these teacher behaviors with PYP? - Labelling students as gifted, smart or slow?

- Hovering over students while they are working?

- Intervening too soon when students are confused? - Identifying difficult concepts and allowing students to grapple with

them; using questions to probe and extend thinking. - Providing strategy oriented feedback “I noticed that you tried this

strategy to solve the problem, what other approaches could you try?

Mindset and PYP Connections Fixed Mindset / Growth Mindset Helpless Response / Mastery Response Performance Goals / Learning Goals

Task: Compare implications of Dweck’s research and the PYP Framework. (Refer to purple handout and PYP Overview). Write three connections on three different post-it notes. Post on appropriate chart as directed.

Debrief

• How activity was structured or could be structured for access / equity

• Making PYP connections

Approaches to Learning: Self-Management Skills MYP: From Principles into Practice (May 2014) page 100

The Geography of Identity an imperfect model

Scissors come in all sizes Pens and pencils are easy to use Folding desks help you take notes Softball mitts help you catch a ball Picture diagrams in instructions are helpful Cash machine works well. Subway ticket swipe. Cursive writing is easy Handshakes Eating Filling in test bubbles Combination locks go clockwise and counter clockwise – so do keys

Normal Access to Power and Privilege

Dominant in society at large

Not Normal – unusual Defined by Dominant as “Other”

Non-dominant

Many Aspects of Identity

Race

Ethnicity

Dis/Ability

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Teacher Professional Development Group Science Museum of Minnesota – 2012

Colin Powell

Examples of Identity Geographies

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Teacher Professional Development Group Science Museum of Minnesota – 2012

Geography of Identity

Creating Your Geography of Identity Identity lens is complex and varied. Identity is fluid and context dependent We need to be insightful in order for each student to feel welcome and celebrated in our classrooms.

The identity wheel is a reflective tool that is contextually challenging. Thinking about identity is fluid and personal.

ORID Questions:

O - What new insights emerged as you developed your own identity wheel?

R - How has thinking about identity affected how you think about identity as a complex social construction?

I - How has thinking about identity affected how you think about the relationship between identity and privilege?

D - What are the implications for you as a teacher/leader in your school?

Curriculum and Pedagogy (Lens 2) • Culturally Relevant Pedagogy • Complex Instruction (Cohen) • Curriculum Deconstruction

Power of groupwork to

minimize status issues and

maximize engagement.

Groupwork in the PYP

IB Standards and Practices (C3 10.a) • “The school provides for grouping and regrouping students

for a variety of learning purposes.” Approaches to Learning (Social Skills)

• Working cooperatively in a group • Adopting a variety of group roles • Sharing materials and taking turns

Exhibition Guidelines (p 6)

• Collaborative inquiry involving all students • Students should show a genuine sense of participation in

collaborative effort

Status and Groupwork

Status issues manifest themselves within classrooms and affect learning.

Geography of Identity Wheel

Video Clip “Status Treatments for the Classsroom”

Key Elements of Effective Groupwork

We must practice a range of “status treatments” to equalize status among group members

• PUBLICLY acknowledge specific intellectual contributions of

individuals with lower status

• Establish and teach group norms

• Consider groupings carefully and deliberately. Mix frequently.

• Ensure members of group need each other to complete the task

• Assign group roles (Procedural, not Intellectual) - e.g., Note Prompter vs. Note Taker

Procedural Group Roles

• Roles relate to how the work gets done

• Every group member has a role • Assign roles

• Rotate roles in a visible way, so everyone gets a chance to try

all roles

• Make roles public – wear a badge

• Provide written job descriptions for roles

Practical Teaching Strategies that Promote Learning

• Everyone has a role; students cannot “opt out.” • Strategies are engaging for all students. • Strategies promote speaking, listening, thinking, reading, and

writing. • All students have access to materials (hands on), all students

are talking = access to learning. • Listed on the handout

Curriculum and Pedagogy (Lens 2)

Kagan’s Cooperative Learning Structures

• Pairs or small groups • Structured – everyone has a specific role. Students rotate

throughout each role. • Flexibility - questions or statements may be teacher created,

student created, or a combination. • Beneficial for English language learners – promotes thinking,

speaking, listening, reading = learning

Quiz-Quiz-Trade

• All students receive a question card. • Students find a partner. They quiz

each other, trade cards, and find a new partner to ask and answer questions.

http://www.kaganonline.com/free_articles/research_and_rationale/journalism_students.php

Fan-N-Pick

• 4 students in a group • All students have a role. • Students rotate roles.

Showdown

• Whole group or Small groups

• Teacher led

or

• Student led (with question/answer cards)

• White boards, picture cards, vocabulary cards

• Multiple content areas: math, language arts, science

http://www.youtube.com/watch?v=gVvn7G792jI

Jot Thoughts • Whole group, small groups, pairs, individual • Students rotate around the classroom • Carousel at the end

• Students answer questions or write their thoughts about a particular topic

(poster paper or small paper)

• Elicit prior knowledge or review

• Open-ended or structured (# of Post-it notes, pass the pen, etc.)

Talking Chips • Can be used in a small groups that are

teacher led, for example, a guided reading group

• May be used in conjunction with a learning cube, or a series of teacher/student generated questions.

• All students receive 1 or more talking chips.

• Teacher or student poses a question –

students move their talking chip to the center when they are ready to answer.

• All students answer before moving to the next question.

Other Strategies

• Whole group, small groups, pairs • Students are engaged and have access to materials, thinking,

speaking, and learning • Can be used across content areas

Dip-A-Strip

• Pairs or groups of 3 • Sorting - open and guided sorts i.e. Nonfiction text features, cause and effect,

-ed word endings, genre study, literary elements

I Have, Who Has

• Whole group or small group • Multiple content areas

Inside Outside Circle

• Whole group or small group • Multiple content areas • Specific questions/answers (use QQT question cards so both students can read

the question)

or • Structure for students to share their

own thoughts

Image Source: http://www.ohiorc.org/orc_documents/ORC/Adlit/InPerspective/2005-11/images/inside_outside_circle.jpg

Snowball Fight

• Whole group or small groups • Multiple content areas • Examples: fact and opinion sorts,

compliment lists, jot thoughts, synonyms

Image Source: http://nccscurriculum.org/wp-content/uploads/2014/03/snowball.jpg

Visible Thinking Strategies Harvard Project Zero

• All students are engaged • Open-ended • Encourage thinking about multiple perspectives • Can be used in conjunction with other strategies previously

mentioned (i.e. inside/outside circle, talking chips, jot thoughts)

3-2-1 Bridge

• Activates prior knowledge • Helps students make

connections • Same structure can be used

to used to introduce and close/review

• Teacher poses a topic, students generate: 3 thoughts or ideas 2 questions 1 analogy

CSI: Colour, Symbol, Image

• Reading, listening, watching

• Non-verbal, visual

• Encourages reflection, connections

• After reading, listening, or watching students…

• choose a colour that represents the idea

• choose a symbol that represents the idea

• choose an image that represents the idea

I used to think… But now I think…

• Reflection • Multiple perspectives

Think Pair Share

• Quick • Easy • Many variations • Thinking, listening, speaking Allows students to process

before sharing with the class

• Elbow buddy, elbow partner,

shoulder partner • Find someone who… • Assign 1s and 2s • Share partner’s thinking

Practical Teaching Strategies and the PYP

• What connections did you make between the teaching strategies and the PYP?

• Jot down your thoughts. • Share in an inside/outside circle.

Community (Lens 5) We are not in this alone!

• Cooperation and Collaboration - Cannot be accomplished by individuals working alone

• Who we are: Share your stories and listen to the stories of others.

• Take action. Take responsibility for what is

important.

• Strive for deep cultural and organizational change with the goal of universal student achievement.

IB is the Vehicle • The IB is the lens through which we envision our curriculum

and instruction

• Components that can make a transformational difference are already part of the PYP framework

• PYP is inclusive – provide access and equity for each and every student

Contact Information

Nancy Gerber • South Saint Paul Public Schools, MN • ngerber@sspps.org

Heather Schrunk

• Fridley Public Schools, MN • Heather.Schrunk@fridley.k12.mn.us

Kirsten Wickman • Fridley Public Schools, MN • Kirsten.Wickman@fridley.k12.mn.us